Author . 



V »0 




Title 



Imprint. 



16--tT87I-2 opo 



BULLETIN OF THE EXTENSION 
DIVISION, INDIANA UNIVERSITY 



Entered as second-class mail matter, October 15, 1915, at thepost-ofHce at Bloom- 
ington, Indiana, under the Act of August 24, 1912. Published monthly, by Indiana 
University, from the University OlHce, Bloomington, Indiana. 



S^OL. V 



BLOOMINGTON, TND. 



No. 8 



^0- ^V^-- 




The Community Center 



LIST OF LANTERN SLIDES WITH NOTES 
ON THE COMMUNITY SCHOOLHOUSE 



APRIL, 1920 



% ■■,!,.">'V""-^^fi 



University Extension 



Every community has problems which it cannot meet successfully 
alone. Most organizations within a community depend in some degree on 
outside agencies to increase the effectiveness of the work done. Inter- 
dependence is an increasingly dominant characteristic of the community 
and the state. Consequently one of the functions of Univers'ty Extension 
is to facilitate the process of mutual aid, to make available to communities 
desiring them the resources at the command of the University, to cooper- 
ate with the community in de^veloping its local resources, and to create if 
possible new resources to meet c^tain new demands. In accordance with 
this function the Division conducts the Extension Teaching Service and 
the Pubhc Welfare Service. 

The Extension Teaching Service includes correspondence-study, 
class- study, club-study, and lecture courses. The Public Welfare Ser- 
vice includes collecting and lending package libraries and material for 
visual instruction; organizing and directing institutes, surveys, confer- 
ences, public discussion leagues, and extension centers; giving cooperative 
assistance to clubs, civic societies, public boards and commisisons, and 
other community agencies. These activities are designed to assist in- 
dividuals and communities of the state in the solution of some of their 
problems and in the furtherance of the general welfare. 

Address all communications to 

The Extension Division, Indiana University, 

Bloomington, Ind. 



n* Of J. 
SEP 29 1920 



(2) 




2) 



1^2 



Contents 

Page 

Prefatory Note •. 4 

The Community Center — 

The Ideas for which America Fought 5 

A Simple Idea and a Practical Instrument 5 

Definition of Community Center 5 

Origin of the Social Center 6 

Why Community Centers Should be Established 6 

The Need of Community Centers 9 

Specific Functions and Activities 9 

Principles of Foundation 10 

Organization of Community Centers 10 

Steps in Organizing a Camiiunity Center — 

Community Leaders Responsible 12 

Indiana School Law (1913) 13 

Community Center Buildings 13 

Results of Activities 13 

The Community Schoolhouse — 

List of Lantern Slides with Notes 14 

Selected Bibliography — 

Books and Pamphlets 25 

Proceedings and Reports 26 

Periodicals 26 

Extension Service 28 

Extension Division Publications 29 



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Prefatory Note 



This bulletin is offered as a suggestive aid to those who are interested 
in the community center movement in Indiana. It is not intended as a lecture 
to be read to an audience, but is meant to indicate how the set of lantern 
shdes listed may be made the basis of lectures by local social workers. The 
notes were written as explanations of the individual shdes, consequently 




FRANKLIN TOWNSHIP SCHOOL, ACTON, IND. 

they do not constitute a coherent lecture. Borrowers may rearrange, add 
or subtract to suit the purpose of their own lectures. The shdes will be 
lent for one week free of charge to any school, hbrary, or club in the state. 
Borrowers are urged to study carefully the sources of information given in 
the bibUography, to famiharize themselves with the illustrations, and to 
prepare the lecture so as to be independent of the printed notes. 

The Extension Division has two other sets of lantern slides which have 
a bearing on the community center idea: "Playgrounds" and "The Social 
Center". The latter set was arranged by Edward J. Ward, author of the 
well-known book on that subject and a pioneer in the movement. The 
suggestive lecture which accompanies the shdes was written by him. 



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The Community Center ^ 



By Walton S. Bittner, Associate Director in Charge of Public Welfare Service, 
Extension Division, Indiana University 



The Ideas for which America Fought. America fought for an actual 
thing, a reahty, not for a mere theory of democracy. The free nations are 
democratic organizations and their local groups of citizens are members 
of self-governing communities which Kterally were saved by the victory of 
the Great War. A community center is a place of democratic organization 
so designed that the existing freedom and self-governmeht of the citizens 
will be preserved, strengthened, and enlarged. 

The people of every locality of the United States should develop for 
themselves a community center which will be their memorial to victory and 
their pledge of devotion to the practical task of perfecting freedom and 
opportunity for themselves and their neighbors. 

A Simple Idea and a Practical Instrument. Citizens of the United 
States must live democracy as well as talk it. To live democracy every 
person in a neighborhood must learn about common problems, must discuss 
them with his neighbors, and must cooperate in solving them. That is the 
simple idea of the community center, an idea which may be summed up in 
the phrase, more cooperation between all neighbors in the community. Of 
course we have cooperation where there are no formal community centers; 
the point is, that we want more cooperation thru an organization con- 
sciously devised for its promotion. 

The community center is a place and a form of organization chosen by 
the citizens of the neighborhood for the very definite purpose of increasing 
the number and effectiveness of activities wliich bring the people of the 
district together. 

Definition of Community Center. A community center is a place 
of organization for the promotion of unity in the neighborhood and efficiency 
in the widest field of citizenship. 

"A community center is both an idea and a device. As an idea it means 
community fraternalism. As a device it may enable a community to know 
itself, its problems, and something about their solution." — R. V. Phelan, 
University of Minnesota. 

"A social center is a place where people can come together on a basis 
of absolute equahty for the promotion of those things in which all have a 
common interest; a place where the people of a neighborhood or community 
can meet for recreation, entertainment, or instruction, and for the discussion 
of the problems of individual, municipal, and national Ufe." — From pamphlet 
issued by the South Bend Chamber of Commerce. 

"The social center has come, making the sehoolhouse the place plus 
the leader. It is an institution which aims not only to supplant the dive- 
keeper, the dance-hall proprietor, and the corrupt political boss, but to 
furnish also that initiative and stimulus which will connect unattached 



^This chapter is a partial reprint of a mimeographed bulletin prepared and 
distributed by the Division of Educational Extension, U.S. Bureau of Education, 
1919. 

(5) 



6 Bulletin of the Extension Division 

musicians with musical clubs, help dramatic aspirants to find a means of 
expression, bring the lonely into friendly groups, organize forums for the 
clarification of community questions, and, in fine, do any service whereby 
society is strengthened in its abihty to give opportunity to the individual." — 
Clarence A. Perry. 

"The community center is an ideal, an institution, and a method of 
approach to the social problem. Its foundation is local democracy and 
economic self-support, partial but progressive. It ministers to the whole 
community." — From the 1915 announcement of the New York Training 
School for Community Workers. 

Origin of the Social Center. The social center movement is to 
some extent a reinstatement of the school in the position it held during the 
rural expansion of seventy years ago when the sehoolhouse was used infor- 
mally by the whole community. 

The present movement received its first marked impulse in the definite 
and comprehensive experiment of the School Extension Committee of 
Rochester, N.Y., begun in 1907. 

Some writers have gone back to the agora and lyceum of the Greeks' 
the forum of Rome, the Landsgemeinde of Switzerland, the town meeting of New 
England, and other historical institutions to discover sources of the modern 
community center idea. 

Various recent movements such as evening schools, vacation schools, 
playgrounds, parent-teacher associations, settlements, numerous other civic 
undertakings, public lecture systems, and university extension are part and 
parcel of the community center movement and in a sense its progenicors. 

Why Community Centers Should be Established. Each com 
munity needs a place where all persons can meet on common ground. Th^ 
roads and streets have restricted uses, so have the churches, the lodges, 
public halls, and theaters. The sehoolhouses should be larger and more 
adequately equipped for generous neighborhood uses. 

The polhng places are unattractive, undignified, not appreciated as 
the sanctuary of the people's rights and privileges. The ballot box should 
be in the sehoolhouse, the neighborhood center. 

The voters have little or no means of discussing together the community 
needs. It is not easy for the elected officials, the pubhc servants, to explain 
their difficulties or to listen to the citizens' suggestions and mandates. The 
sehoolhouse should be used constantly for pubhc discussion. 

Each neighborhood needs facilities for play and recreation which will 
exclude no one. The best art, books, pictures, drama, pageants, games, 
forms of physical exercise and recreation are available for all if the resources 
are pooled. 

The best way to foster neighborhood spirit is to provide a comprehensive 
democratic organization which will give every citizen an opportunity to do 
something for the whole group, to participate in group undertakings for the 
good of the whole neighborhood. 

An instrument is needed which will make the foreigner, whether from 
Europe, or from the next county, a part of the neighborhood with equal 
rights and privileges. Americanization begins in the neighborhood, and 
the pubhc school should be its base and center. 




COMMUNITY CHRISTMAS TREE AT BLOOMINGTON, IND. 




LIVING-ROOM OF COMMUNITY BUILDING, SEYMOUR, IND. 



The Community Center 9 

Better education should be provided for adults as well as children. The 
community center can provide for both; it can take even the university and 
its resources for higher education to the very door of every neighborhood. 

The nation and the local community are not as generous in practice 
as in ideals. The democratic ideal of the right to the piu-suit of happiness 
and well-being for all must be translated into the neighborhood, the home, 
the school, the shop, into agriculture and industry. Industrial and pohtical 
democracy can be attained only thru real and constant effort on the part of 
the community acting as a whole, not thru official agencies alone, but thru 
a free, democratic organization. 

The Need of Community Centers. Urban growth necessitates the 
expansion of existing institutions or the creation of new ones to meet the 
new conditions. The shift of population to cities from rural districts and 
foreign countries presents a problem of readjustment urgently demanding 
solution. 

Responsible neighborhood spirit should be fostered as a counter to the 
irresponsibility of separate groups. 

Public discussion is essential to efficient democracy. Civic energy must 
be organized. 

The strain of modern hfe must be met by adequate means of relaxation. 
Play, recreation, entertainment, amusement, should not be left to unre- 
stricted commercialization but should be made functions of a community in- 
stitution. 

Public education should not be restricted to formal instruction of the 
small percentage of children who attend school. Education in a democracy 
should eventually be inclusive and continuous. 

Specific Functions and Activities. Provisions for wholesome 
amusement, elevated entertainment, organized play and recreation for adults 
as well as children includes, in existing centers, reading-rooms, art exhibits, 
inspirational addresses, concerts, recitals, drama readings, story-telling, 
motion pictures, directed play and games, physical training, athletic contests 
and exhibitions, folk dancing, banque: ^, and general social occasions of 
endless variety. 

Provision for broad education for adults and children in and out of 
school includes informal classroom instruction, illustrated lectures, informal 
falks and addresses, shop work, basketry, milh'nery and vocational training 
of many kinds, beside s many oiher acti^dties which have a hocializing in- 
fluence. 

Provision for civic development includes orations, deb:.tes, political 
speeches, conferences on welfare subjects, institutes, pubhc discussion of 
the widest latHude, besides organization for a "clean city", town beauiifica- 
tion, disease prevention, and numerous activities which react to improve 
local self-govemmer> :. and democratic citizenship as a whole. 

Provision for improvement of the economic status of members of the 
center group may include eooperativo buying, employment agencies, voca- 
tional guidance, etc., besides various activities which secure better service 
from city departments, public utiUties, and private concerns. 

Moreover, in so far as center activities make for fuller, richer, saner, 
and more efficient neighborhood life, just so much greater is the economic 
gain to the community. 



10 Bulletin of the Extension Division 

^ ^ Principles of Foundation. The type of social center developed 
originally in Rochester, N.Y., was based on the principle of self-government. 
The activities were chiefly social and civic. 

The principle of economic self-support is recognized in New York City 
and elsewhere. Local revenue need not exclude gifts nor taxes (school 
board support) but may advantageously become more and more the pre- 
dominate factor in maintenance. 

It is contended that real self-government requires some measure o 
local fiscal control. . „ 

The development of sources of local revenue as an economic basis fo 
the community center may make possible unlimited expansion of the move'' 
ment. The center may become the nucleus not only of the usual social and 
civic activities but of new experiments in the uses of leisure and even in the 
stimulation of producers' and consumers' cooperative organizations. 

Organization of Community Centers. The form of organization 
varies with the nature of the community. A small town with one or two 
schools should usually have one community center organization which takes 
in the whole town and as much of the rural district as possible. In larger 
cities the inclusive organization is limited to school districts except thru 
federation with others in the city. The federation reaches out into the rural 
districts. 

Various clubs with specific aims of value to the community may be 
dependent on the central organization, but are frequently tiistinct and free 
rem restrictions other than those imposed by school or city authority, 
f Self-government and financial autonomy have in some cases been com- 
plete both in the inclusive central organization and the independent clubs 
subject to final authority as to minor details of the use of the school plant. 

The extent of domination by school boards varies largely with the char- 
acter of the boards. In some cities it includes absolute control from the 
hiring of directors to the prescribing of topics of discussion. In other cities 
the civil city has succeeded in securing large privileges from the schools, 
including practically free administration of all the community center activities. 

Paid secretaries and directors are indispensable to successful community 
centers. In the selection of these officers, the tendency is to consider their 
special qualifications just as in the case of a school principal who is appointed 
to perform specific duties during the regular school day. A school principal 
in some cases is well fitted for the civic secretaryship or for the general 
directorship of a social center. Certainly it would be well if all principals and 
teachers could have their profession raised above the comparatively limited 
field of formal instruction. 

Funds for the central organization are raised in many different ways 
from appropriations to private subscription and endowment. It is important, 
however, that the central organization does not impose membership fees or 
collect dues; no one in the community should be excluded because of failure 
to contribute. Active membership with power to vote is usually limited to 
members who formally register. 

"Above all else be sure to get the right person to supervise your social 
centers. They will be a community asset or a community calamity ac- 
cording as they are wisely or unwisely administered. In this work, limiting 
the expenditure for supervision instead of curtailing of equipment is the worst 



'■SSl^^^^S^ 



, ;^^l»^.l. 



' s.;v-V^ .<^:--'' , i 4 



% 



YurNG MENS CIVIC CLUB. 




MILROY (IND.) HIGH SCHOOL. 




ART GALLERY IN RICHMOND (IND.) HIGH SCHOOL. 



12 Bulletin of the Extension Division 

kind of economy. Indeed, if a competent supervisor cannot be secured from 
the outset, it is preferable to delay the undertaking until such time as one 
can be had." — Lee F. Hanmer, of the Russell Sage Foundation. 

Steps in Organizing a Community Center. Put information con- 
cerning community centers into the hands of every person in your community. 
Distribute leaflets, bulletins, letters. Have every local organization discuss 
the idea. Have ministers and other speakers present it to their audiences. 
Have posters and exhibits displayed. Use every device to publish the idea 
before any definite proposals for organization are made. 

Decide on a tentative plan of organization and present it to individual 
leaders. Get their agreement to a minimum program of action. Make the 
agreement definite and binding as to obligations of the leaders approached. 
For instance, each leader will agree to attend a certain number of meetings 
of the community center organization when established; the school trustees, 
board or committee, the mayor, or the county council will agree to give the use 
of public buildings; the public official will agree to organize discussions of the 
work of his department; the physician will agree to report on specific com- 
munity health problems. 

Hold meetings for the discussion of the community center project; 
first of the leaders, then general meetings. 

Elect by general vote commissioners or a large general committee to 
draw up a plan of procedure and make recommendations for a form of general 
organization and for specific activities. The plan must be elastic and based 
on proved methods of existing centers. 

Have a general discussion and vote on the proposed plan; then provide 
for the election of a permanent council which will appoint committees ac- 
cording to activities. 

The council and committees will secure funds and employ community 
center directors. The directors will act on the authority of the council, 
subject to revisions by the general assembly of the community center which 
will include any enrolled adult in the neighborhood. 

The directors and the council thru its committees will cooperate with 
all previously existing organizations working for community welfare, and 
act as far as possible as a coordinating body promoting the general welfare. 

Community Leaders Responsible. It is only partly true that the people 
are responsible for bad government ; the leaders of the community are to blame 
when a community fails. For democracy functions well or ill according to 
the spirit, knowledge, and resources of the people given to them by the 
strength of effort of their community leaders, the doctor, lawyer, preacher, 
teacher, editor, public official, any person with abilities, gifts, resources 
above the average. Consequently it is the duty of the leaders to provide 
every facility for improving opportunity for individual social development. 

In establishing a community center the burden of initiative must fall 
on the privileged citizen, the exceptional citizen, who has power either by 
virtue of ability or position. If ability and position were relatively the 
same in degree, then the community center should be furthered by every 
pubhc official, and first and logically, by state, county, and local superin- 
tendents of schools and by the university, college, normal school, and local 
school officials, professors, organizers, and teachers. That is, the community 
h&s a right to look to the leaders of democratic education for leadership in 



The Community Center 13 

democratic organizatioii, for democracy is most of all dependent on universal, 
education and the knowledge and power that comes with education. Within 
the local community the school officials must be prime factors in estab- 
lishing and maintaining the community center. 

Indiana School Law (1913). Section 1 provides that schools shall be 
opened to social center activities upon petition of one-half the voters residing 
within two miles of the schoolhouse. 

Sections 2 and 3 provide that the school authorities shall provide, free 
of charge, hght, heat, and janitor service for the use of neighborhood 
organizations. 

There are some restrictions imposed, and the boards or other school 
authorities have considerable discretionary powers. 

Community Center Buildings. Schoolhouses will probably be more 
and more used as community centers especially as the architecture and 
equipment change to meet the requirements of a broadening educational 
poHcy. Other meeting places have been successfully utilized for social 
centers because of their availabihty or because of the opposition of school 
authorities — the town hall, city hall, courthouse, fire engine houses, municipal 
warehouses, park buildings, public libraries, cnurches, and rented halls. 

In several small cities in Indiana social center organizations and welfare 
clubs have erected buildings for community activities. In large cities various 
organizations are making efforts to plan neighborhood centers, determining 
beforehand the nature and architecture of the various buildings such as the 
postofflce, Ubrary, school, theaters, stores, etc., and arranging for social 
center space and equipment in one or more of the buildings. 

Results of Activities. The neighborhood or community organization 
which is inclusive, hberal, and permanent should get all the people together 
to work for the common good. It should tend to remove the isolation which 
is an increasingly threatening characteristic of city life and the influence of 
which is destructively felt in small towns and remote rural districts. 

Thru continuous contact of individuals and groups there should come 
increased toleration, understanding, and sympathy. 

The essentially inclusive character of the institution should rejuvenate 
ideals of social equality and democracy. 

The free discussion of poUtical and social problems sliould mean more 
intelUgent voting on the part of citizens and greater deliberation and con- 
sequent efficiency of councilmen, legislators, and administrative officers. 

The wide variety of activities in the center should enrich the physical, 
intellectual, and moral life of the community. 

Finally, the community center should mean "a central consciousness, 
intelligence, and force", a unified, efficient community spirit. 



The Community Schoolhouse' 




It has been said that education is the foundation 
of democracy. If citizenship in a democracy means 
full personal and social development with real 
freedom in "the pursuit of happiness" there must he 
a wid e interpretation of the fundamentals of edu- 
cation and an extension of the methods in school 
procedure sufficient to enable every person to ac- 
quire that education which fits him for broad Uving. 
Our schools should serve to liberate the best 
community forces, develop community resources, 
and foster social unity. In the light of such a broad 
purpose, physical training, inculcation of morals, 
education in civic duties, and education in recreation are as legitimate 
functions of the school as is vocational training or the teaching of the three 
R's. The "prime purpose" of the school building or grounds cannot be 
arbitrarily designated in terms of past experience and antiquated laws; it 
must be reasonably determined with reference to all exigencies of a rich 
community life. Certainly if one reason alone could justify the use of schools 
as community centers, it would be that no single community agency has 
undertaken generally the task of providing education in recreation and in 
practical civics, — in the intelligent use of leisure, in thoro training for practical 
citizenship. The community center movement aims to make the school 
serve the neighborhood and the nation in the broadest and completest sense. 
Says Mr. H. R. Knight: "Young people go wrong during their leisure hours. 
While at work or at study their thoughts and actions are controlled by their 
tasks. When free to do what they will they may or may not make the right 
use of their time. The state undertook the support of schools' in order to 
insure the upbringing of moral citizens. Free schools have been in existence 
over a century and a half and now people are beginning to question their 
ability to inculcate morality." At a teachers' convention in Albany, Dr. 
Lyman Abbott said: "Crime in the United States is growing faster than the 
population, in spite of our public school education." The school session does 
not cover that period of the young person's day when his character is being 
most actively formed. That is the recreation time. "The boy without a 
playground is father to the man without a job", said Joseph Lee. "I beheve 
that it is equally true that the girl without a social center is mother to the 
woman without a horre. Today we may have grafters in our common coun- 
cils and dishonest men in our city offices because years ago our municipahties 
did not see to it that all the boys and girls played the games of youth in 
the proper way." 

^This chapter is a condensed reprint of a Bulletin of the Extension Division, 
Vol. I, No. 4. entitled "The Commnnity Schoolhouse," published in December, 1915. 
Some of the lantern slides and explanatory notes were furnished by Mr. H. R. 
Knight of the Russell Sage Foundation. 



(14) 



The Coaimunity Center 15 

Education is a public function in a democracy. Social center activities 
can be made important factors in education. Recreation is recognized as an 
essential factor; accordingly, community recreation becomes community 
business; it cannot be left to individuals. Few fathers can provide their sons 
with playgi'ounds. Many mothers fail to make social centers of their homes 
for their daughters. Just as it is beyond the abiUty of the average family to 
give its children the right kind of schoohng at home, so it is beyond its power 
to provide them with the right kind of recreation. 

The free school has provided formal schoohng for the children; it is now 
coming forward with provisions for social education for both the young and 
old. The free school is broadening its scope to include social centers. On 
account of its location the schoolhouse is a natural and convenient center 
of a neighborhood. When the neighborhood is properly organized, the 
schoolhouse social center brings the whole family together for its recreation, 
for inteUigent use of its leisure time. 

Nearly aU large cities, hundreds of small cities and towns, and numerous 
rural communities are developing social centers, and an ever-increasing 
number of school boards are now extending their wise direction over the 
'playtime of young people. 

List of Lantern Slides With Notes. The lantern shdes in this set are 
selected from photographs taken in places widely scattered over the United 
States. 

In New York City the Board of Education maintains evening recreation 
centers in several scores of school buildings. If you should go into one of 
the main centers you would be hkely ta find groups playing games and training 
for athletics, and perhaps see a crowd of young men and boys watching a 
boxing match between two well-trained athletes. 

1. New York, N.Y. — Recreation Center (Public School No. 41). 

Boxing and similar exercises not only develop the body but leave per- 
manent effects upon the character. They promote persistency of purpose 
and bodily control. In the New York school centers the young men devote 
considerable time to basketball. 

2. Chicago — ^Basketball (Kindergarten Room). 

In this picture the young woman is referee. She is also a social center 
director. The city which maintains sports is setting up a powerful counter- 
attraction to street loafing, to saloons, and to inferior commercialized re- 
creation. 

3. New York — Evening Recreation Center (Folk Dance). 

"Folk dancing represents the maximum of benefit with the minimum 
of expense. Exhilarating, sociable, imparting grace, exercising all the muscles, 
quickening the important bodily functions, requiring smaU space per person, 
and economical of teaching material — its introduction has changed the aspect 
of life for thousands of girls and it may be preparing heritages of rhythm 
and color for unborn generations." (Clarence A. Perry, department of 
recreation, Russell Sage Foundation.) 

An important member of the staff in every girls' center is an instructor 
in this delightful and invigorating art. Besides the more hvely games, the 



16 Bulletin of the Extension Division 

girls, as well as the boys, are able to enjoy the less strenuous but more sociable 
amusement furnished by chess, dominoes, authors, and similar games. 

4. Boston Games Club — Community Schoolhouse (Quiet Games). 

In the classrooms, meeting-places for clubs are afforded. Both the 
boys and girls have their own Uterary, athletic, and debating societies. The 
club director and organizer is kept busy going from room to room assisting 
in the preparation of programs and giving instructions in parliamentary 
practice. Only young people above school age are admitted to the New 
York centers. One exception to this rule is made. If the child comes bring- 
ing some books and a study card signed by a day-school principal he is 
admitted to a classroom upstairs. 

5. New York — Evening Recreation Center (Girls' Study-room). 

Here under the supervision of a competent teacher who answers legiti- 
mate questions, school children are afforded a well lighted and comfortable 
place to study, conveniences which many of them are not able to obtain at 
home. The roofs of many of the New York schools are also play centers 
during the summer evenings; the boys play indoor baseball or basketball, 
while the girls dance and sing from 7 until 10 o'clock to the music furnished 
by a band of five pieces. 

6. Gary, Ind. — Emerson School (Juniors Entertaining Seniors). 

The wider use of the school plant is bringing about a change in the 
school structure. This is illustrated in the plans of the Emerson School 
at Gary, Ind. This edifice was planned with a view to having it used by 
the community. In the basement there are not only domestic science and 
manual training rooms, but also a swimming-pool and two gymnasiums, one 
for the boys and one for the girls. On the first floor is a large auditorium so 
placed that it can be entered without passing the classrooms. The hall 
will seat 824 persons, and can be used for lectures, dramatics, and other 
community purposes. The stage is equipped with footlights and drop cur- 
tain, and all its appointments conform to the Chicago fire ordinances. The 
Emerson school is a good illustration of the modern schoolhouse built to 
serve not only children but adults as well. Its capacious domestic science 
rooms are large enough for banquets and other occasions expressing neigh- 
borhood sociability. 

The manual training work is arranged so that the boys can make in the 
shops, the boats, aeroplanes, and other toys which they use in the weU- 
organized playground work. Besides the six-acre playground at the rear of 
the school and the two gymnasiums, the school is also equipped with a 
swimming-pool which is used not only by the children but by adults as well. 
In such a rich environment it is not strange that the regular school work 
which is carried on there should overflow into delightful evening playlets 
which entertain the whole family. 

7. Boston, Mass. — Minstrel Club (High School). 

Few Boston schoolhouses have as large a stage as the Emerson school, 
but amateur dramatics flourish. The stage of the auditorium in the Gary 
schoolhouse is exceptional as are most of the appointments of the building. 
The community is so well satisfied with the Emerson building that it has 
now put up another of the same type, the Froebel School, equipped with two 



The Commttnity Center 17 

swimming-pools, two gynmasiums, and an eight-acre playground in the rear. 
In schoolhouses not built to provide for social center activities, makeshifts 
are resorted to. Every city cannot have the Avonderful buildings Gary has — 
not for some time to come — but that need not prevent social center develop- 
ment. Most old school buildings have spaces which can be made available 
by the use of cheap chairs in halls, offices, and classrooms. 

8. Rochester, N.Y.— Civic Club (Adults). 

The fixed desks and seats in the classrooms of the old-fashioned school- 
house are frequently not large enough for the adults and older boys and 
girls. Fixed desks are uncomfortable for adults. Such desks as these make 
it hard to utilize the classroom for social center purposes. In Rochester 
where the social center movement reached such a distinctive development a 
new school seat has been contrived which does away with these difficulties. 
The use of the school chair which is not fixed to the floor, and which has a 
drawer for books under the seat, facihtates the proper sanitation of the room. 
These chairs can be rearranged in one minute. The school work itself takes 
on a new flexibiUty and variety in a classroom equipped with these chairs. 
If the substitution of movable desks and seats entails too great an expense, 
the old desks may be mounted by fours on skids. This arrangement makes 
it possible to clear a room with httle difficulty. The space set free can be 
used for all sorts of social center activities. 

9. Rochester, N.Y. — New Citizens' Banquet. 

This picture shows how a gymnasium may be put to good use in a novel 
way. The guests at the banquet were immigrants who had obtained their 
final citizenship papers. 

10. South Bend, Ind. — Civic Club*. 

This view shows how a school hall may be made to serve as a meeting 
place. 

11. Louisville, Ky. — Girls' Club. 

Here is a photograph of a meeting under difficulties. The rooms in 
the building have been cleared of fixed seats and a space has been made 
available for groups of various sizes. 

The following sHdes show some of the social center provisions for boys : 

12. Philadelphia, Pa. — Woodwork Club (Social Center). 

Even a one-room rural school can supplement the ordinary currieidum 
with play and interesting handwork. The farmer's boy takes to wood- 
work as readily as the city boy if he is shown the fun of it. 

13. Pueblo, Colo. — Newsboys' Club (School Center). 

Carrying newspapers is often dangerous work for boys. A social center 
club may safeguard them in many ways: it binds them together around 
tlieir common interests; it provides for cooperation and for interest in 
things more wholesome than the temptations of the street. 

14. Columbus, Ohio. — Boys' Games (School Center). 

Idleness, running the streets, confinement to the "yard" after school, 
imposition of unsuitable tasks, — all result in harm to the growing boy. In 



18 Bulletin op the Extension Division 

the afternoon and tlie early evening the schoolhouse should offer a place for 
work and play under supervision. 

15. Chicago. — School Center Reading-room. 

Classrooms should be used continuously and not merely for regular 
work. 

16. Meadow Township School, Iowa. 

The boys of this rural school have regular competition with neigh- 
boring schools. The center carries on numerous activities for patrons as 
well as pupils. 

17. Iowa Consolidated School — Manual Training. 

A rural school can secure extensive equipment if the community realizes 
its value. The shops should be used freely, not hmited to class work. 

18. Columbus, Ohio — Boys' Club (Parliamentary Practice). 

Preparation for public speaking and civic discussion should begin earlv. 

19. Silver Township Special School, Iowa. 

These boys had all left school for various reasons. A special agricul- 
tural class was organized for them and they were also brought into the general 
social activities of the school center. 

20. Richmond Rural School, Iowa. 

The school holds regular fairs. These products were collected and ar- 
ranged by the boys' club. 

21. Jersey City, N.J. — Social Center (Physical Training). 

22. Diagram — Food of Common Birds. 

This shde is part of a chart prepared for use of a boys' bird club in a 
Chicago social center. It has been used in the same way in Pennsylvania 
and Iowa. Nature study may be made both interesting and profitable. 

The following shdes suggest some social center provisions for girls: 

23. Philadelphia, Pa. — ^Folk Dancing at Social Center. 

Folk dancing is a combination of physical and aesthetic exercise. It 
develops bodily grace and poise and stimulates the imagination. 

24. Detroit, Mich. — Capron Community Center (Cooking Class). 

There are several consohdated schools in Indiana which have even 
better domestic science equipment than the Detroit schools. Some of them 
give extension courses to young women not attending school. 

25. Pueblo, Colo. — Riverside Social Center ("Tea"). 

Group education, training in social activities, exercises in the give and 
take of numbers occupied in common interests — such "socialization" is es- 
sential to the process of making good citizens. 

26. East Boston, Mass. — Social Center Sewing Club. 

Club work for girls avoids the usual formahty of domestic science in 
the classroom; it makes possible the free play of interest. In training for 
home-making it must not be forgotten that the home is more and more 



TiiK C(>Mi\iirNiTY Center 19 

coming to include the neighborhood, the city, the state, and nation, and 
that women must "mother the community." For instance, home cannot be 
clean unless the city is clean; therefore city functions like street cleaning, gar- 
bage disposal, medical and sanitary inspection, sewer construction, water 
supply, and so on, indefinitely, must be the concern of the home-makers, the 
women. Moreover, the spirit of the home must be made to dominate the 
entire community; mothers and daughters must know community needs, 
share in the improvement of city conditions, and introduce into the common 
life of the citizens the spirit of generosity, kindness, charity, interdependence, 
and cooperation. Consequently social center activities for girls should be 
sufficiently comprehensive to include not only domestic science but com 
munity civics, just as the activities for boys and young men should include 
a rich range from manual training to practical politics. 

27. Salt Lake City, Utah — Woman Election Clerk. 

^ Training for citizenship should begin with the children; only thru such 
training will they grow into capable women. 

The following slides suggest social center activities for young men: 

28. Chicago— Young Men in a Drill (School Center). 

With the shortening of work hours has come an increase of leisure; 
young men require interesting avocations to maintain their personal poise 
and to increase their efficiency as members of the group. Physical exercise 
is the most popular avocation, especially when it can be taken in company 
with others and under adequate direction. The social center makes these con- 
ditions possible. 

29. Wisconsin Breeders' Association — Inspecting Guernseys. 

This is a view of a Pure Stock Club connected with a rural community 
center. Practical organization of this kind is a valuable function of a com- 
munity schoolhouse. 

30. East Boston — Social Center Dramatics (School Center). 

There is a growing realization of the possibilities of dramatics as a 
socializing factor. The drama gives opportunity for team work of a high 
order; it develops respect and consideration for others, and interests widely 
divergent groups in a neighborhood. 

31. Louisville, Ky. — A Choral Club (Broadway Social Center). 

There are signs of an awakening interest in music in America of which 
a revival of choral singing is not the least in importance. Many Indiana 
towns have "singing schools" which foster community music. Rhythm of 
music and of the dance, it is said, is as old as the human race and is a power- 
ful force in civilization. The supreme art of ancient Greece owed much of 
its greatness to the perfection of physical grace and the appreciation of 
harmony and rhythm of the Grecian people. The most highly developed 
civiUzations of today have wonderful music and drama fostered by the 
people. 

32. Detroit, Mich. — Bishop School. 

Addresses, debates, work done by the members of the neighborhood 
group are more real apd vital than imported attractions and amusements. 



20 Bulletin op the Extension Division^ 

33. Detroit Center — Talk by Corporation Counsel. 

The community schoolhouse makes it possible for the voters, the citizen- 
ship, to discuss intelligently questions of political policy, to deliberate on 
laws and measures for the common good, to formulate and express public 
opinion, and to enforce the will of the voter thru his servant, the official. 
Civic discussion in the neighborhood center fosters political intelligence and 
makes for progress. 

The following views present a few of the ways in which the community 
schoolhouse serves the young women: 

34. East Boston — Young Women's Civic Club. 

It is significant that New England, the home of the "little red school- 
house" and the "town meeting", should develop most thoroly the social 
center. It is interesting to note that the community schoolhouse which is 
keeping alive old institutions of democracy is now thrown open to the women. 
And yet some beheve that the East will never wilhngly grant the suffrage to 
women. Membership in a civic club does not give women the suffrage, but 
it can make them better citizens than the average male voter. 

35. Jersey City — Social Center (Embroidery Club). 

Civic discussion and embroidery seem far apart in the case of women; 
so also do singing and poUties in the case of men, and yet good citizenship 
depends not alone on a knowledge of civics and poHtics, but also upon ap- 
preciation of the aesthetic, and upon the capacity of the group for working 
together. 

36. Detroit Center — Polish Girls (Folk Dancing). 

Assimilation of immigrants need not mean a loss of old-world traditions 
and customs. The social center may preserve for us the best customs of 
Europe. Folk songs and folk dances are linked with history and tradition; 
our adopted citizens should be encouraged to foster them. 

37. Louisville, Ky. — Broadway Center (Basketry). 

Girls and women need constructive handwork. The sense of power and 
the feeling of satisfaction which goes with craftsmanship must not be with- 
held from women, as the narrowing of the scope of the household occupations 
renders their work continually more burdensome, routine-like, and barren. 
Varied handwork performed in company should enrich the daily life of all 
women. 

38. Jersey City — Social Center (Choral Singing). 

Choral singing is pecuharly valuable for girls and women, because they 
seldom participate in cooperative undertakings — their Hfe is too individual 
and confined. Community centers are doing much to bring the women 
together for common purposes. Richmond, Ind., has developed its musical 
talent effectively. It has established and maintained a large high school 
orchestra, a "People's Symphony Orchestra", a "People's Chorus" of about 
200 voices, and a high school chorus. There are few pleasiures as worthy of 
support as singing. 

The remaining slides show activities which include the whole ueighbor- 
hood in common use of the community^ gchpolhouge, 



The Community Center 21 

39. New York City — Beer Garden and Dance Hall. 

Altho beer gardens no longer flourish in the United States, the 
social situation which they met still exists. The solution of the problem of 
combating \dcious amusement places has involved the use of the schoolhouse 
for dancing. It is argued that where dancing is bound to persist efforts must 
be made to direct it into normal channels and a wholesome environment. 
Even those who absolutely disapprove of dancing under any circumstances have 
agreed (in many instances) that it is better to use the schoolhouse supervised 
dance as a con-ective rather than allow the vicious dance hall to draw un- 
hindered scores of young people into menacing smToundings. It is beUeved 
that substitution is wise; repression dangerous. 

40. Chicago Dancing Club (Kinzie Social Center). 

Adequate super\'ision by parents and teachers, early hours, other en- 
tertainment besides dancing, ehmination of strangers — these are the essentials 
of the successful handhng of the neighborhood dance. 

41. Jersey City Center (Dancing at Public School No. 29). 

The problem of chaperonage is usually met by providing entertainment 
which wiU hmit the dancing to only a small part of the evening program. 
Special provisions are made for parents and adult friends who do not dance. 

42. Louisville, Ky. — School Library Station. 

It is only recently that a book was considered most useful which wore 
out with use. Too many hbraries are prison hospitals for invahd books — 
useless because they do not work. The school hbrary in a social centier 
may become one of the hvest and most powerful forces in a community 
because the books are at the place where all the neighborhood gathers. 

43. Boston Center Club (Preparing Costumes for a Play). 

Sewing, cooking, woodwork — all kinds of craftsmanship are vitalized 
by the social center, for they are not set tasks of routine schoolwork, but 
free expressions of interest. 

44. Boston, Mass. — The United Evening Center Band. 

In cities where social centers have developed extensively they usually 
federate, knitting the "neighborhood of the whole city" together. At intervals 
all the neighborhood center organizations meet at one place to exte.id ac- 
quaintanceship or to cooperate in a community-Avide undertaking. 

45. Louisville, Ky. — Gynmasium (Auditorium of School). 

This view shows a meeting of delegates from several social centers. 
Federation of neighborhoods makes for unity of the whole community, and 
comprehensive improvements can be made because adequate machinery of 
cooperation is at hand. 

46. New York, N.Y.— Public School No. 41 (Game Room). 

Boys and girls under intelhgent supervision learn to play together suc- 
cessfully. There is no better way to take children quickly and successfully 
thru the awkward age. Play, if it is to perform its true function of training 
the child for healthful development and efficient action, must be con- 
sciously directed and fostered by the community. Left to themselves, 
children do not play in a manner that gives most pleasure and best results 



Bulletin of the Extension Division 

in physical and moral development. A child does not learn arithmetic with- 
out a teacher, nor does it learn the best team-work with its companions in 
play unless it has a teacher. The directors of play should be the self-made 
boy or girl leader and a competent instructor with thoro preparation able to 
help leaders and the rest of the children to get the most enjoyment and 
greatest profit from socializing play and games. 

47. Lexington, Ky. — Lincoln School Auditorium. 

Formal exercises to serve the same purpose (to give grace, poise, man- 
ners, adaptability, efficiency) should be subordinate to informal play and 
games. 

48. Indiana Play Festival — Rural School Centers. 

Play festivals, track meets, picnics, and the like are the least expensive 
and most profitable undertakings of a neighborhood. They should, however, 
be inclusive, taking in as many groups as possible, and eliminating sectarian 
and class lines. 

49. Louisville, Ky. — Social Center (Field Day). 

There is scarcely any activity found useful in city social centers which 
has not also been developed in rural schools. The "field day" has been 
one of the best means employed to bring the community together. Neigh- 
borhood carnivals, pageants, parades, home-coming weeks, holiday cele- 
brations, clean-up days, disease prevention days, and numerous other devices 
and occasions have been employed in small towns and rural school centers to 
bring the community members in touch with each othet, to widen narrow 
groups and factions, and to weld all groups into one whole. 

The following slides suggest social center possibilities for schools, both 
in the city and in the country, which are not generously equipped. They 
emphasize, too, the importance of including playgrounds, vacant lots, streets, 
roads — aU outdoors — in the program of community center activities. 

50. Vegetable Garden at the Elton School. 

Even a district school can maintain a garden to the advantage of the 
pupils. 

51. Volley Ball at a Play Festival. 

This game is especially valuable for country schools, as even a small 
number of players can enjoy it. VoUey ball also affords excellent fun and 
exercise for a large group either of adults or children. 

52. Little Equipment is Necessary. 

The chief thing is the occasion. Good leaders find little difficulty in 
providing interesting activities for a social group. 

53. Play Field. 

Expensive running tracks are not necessary in order to have a successful 
play field. 

54. Field Day. 

An athletic field day in a country town. The roadway serves the pur- 
pose of a running track very well. 



The Community Center 23 

55. Entrance Blank, Field Day. 

This blank is used at the annual field day and play picnic of the country 
schools of Ulster county, N.Y. 

56. Day Nursery. 

At a country play festival. The nursery makes it possible for mothers 
to secure some leisure for community recreation. 

57. Outdoor Art. 

At the Freeman school, Rockford, 111. 

58. Flower Garden. 

The Elton school garden in August. 

59. Village Schoolyard. 

There are many possibilities for much fun for little money. 

60. Planting Plan. 

School garden clubs use carefully prepared planting plans. 

61. Country Road to School. 

The approach to a community center whether in city or country should 
be beautiful. 

62. Country School. 

Before the organization of a social center. 

63. Country School Improved, 

After the social center was organized immediate steps were taken to 
improve the meting place. 

64. Playground in Town. 

Playground at the McCalla school, Bloomington, Ind. 

65. Playground. 

School playground in Bloomington. No town or city, whatever its 
size, should be without facihties for supervised play. 

66. A City Schoolhouse. 

In spite of diificulties this public school front yard in Cleveland was 
successfully improved. 

67. Cleveland, Ohio. 

Many dismal sections of the city were neglected before the organization 
of school neighborhood centers. 

68. Cleveland Improved. 

Whole sections of the city have been made wholesome and even beautiful 
by the efforts of the Cleveland Home Gardening Association. 

69. City School Building. 

The Bolton pubUc school, Cleveland, a successful community center 
which is used by the whole neighborhood. 



24 



Bulletin of the Extension Division 



70. Play Apparatus. 

Too often expensive playground apparatus, like this in Chicago, has 
been erected and inadequately used because of the failure to provide play 
leaders. 



71. Kindergarten Group. 

These children are playing in a New York City public school yard. 
can play without expensive apparatus. 



They 



72. Results of Modeling. 

This work was done by children attending the Chicago vacation schools. 

73. Class in the Woods. 

This is a natural history class on an excursion from Chicago, children 
of a vacation school. 

74. In the Fields. 

The Chicago vacation schools have made both city and country eon- 
tribute to the schooling of the children. The schools are for old and young 
and embrace the widest range of resources to enrich the life of the community. 

It is well to end a discourse on the community center with a statement 
which seeks to sum up the deep significance of the movement. President 
Wilson has said with reference to the social center movement: "No man 
can calculate the courses of genius, no man can foretell the leadershi of 
nations. And so we must see to it that the bottom is left open, we must 
see to it that the soil of common feehng, of the common consciousness, is 
always fertile and unclogged, for there can be no fruit unless the roots touch 
the rich resources of hfe. And it seems to me that the schoolhouses dotted 
here, there, and everywhere, over the great expanse of this nation, will some 
day prove to be the roots of that great tree of liberty which shall spread for 
the sustenance and protection of all mankind." 

Clarence Arthur Perry says: "A schoolhouse grows into a social center 
at the same rate as the neighborhood activities occurring in it increase in 
range and frequency. The most effective line of action is that of showing 
a hospitable — even inviting — attitude toward the life just outside." 




Selected Bibliography. 



The books and articles listed below are selected because of their use- 
fulness as practical aids and because of their accessibility. For suggestions 
as to how to obtain the most recent information on c(Hnnuniit.v centers, 
letters of inquiry should be addressed to the Public Welfare Serxice, Exten- 
sion Division, Bloomington. Such requests are given immediate attention. 

Books and Pamphlets 

For lists of references to books and pamphlets consult the ruhlic Af- 
fdim Iiifiii-iiKilioii SciTicc. Annual Ciinutlalcd Bulletin, in the public library, 
under the following heads : conunnnity centers, community clubs, com- 
munity councils, communit.v music, communit.v theaters, agricultm-al ex- 
tension work, cooperatives, education, extension, play, schools, social unit, 
university extension. 

In the following list of books and pamphlets those marked with an 
asterisk (*) contain bibliographies. 
Berg, H. O. The social centers of Milwaukee. In Play and recreation. 

Bulletin of the Extension Division, Indiana University, 1915. 
Bureau of Community Welfaii'. Community welfare conference. Bulletin 

of the Cniversity of Colorado, 1015. 
*Cavanaug:h, R. E., and Bittner, W. S. School and community service. 

Bulletin of the Extension Division, Indiana T'niversity, April, 191!). 
Committee on Community Centers. A tentative program for community 

centei-s. Chicago, Board of Education, 1919. (Pamphlet.) 
Community Council Committee. Plans for community councils in Illinois. 

Temporary State Committee, 410 South Michigan avenue, Chicago, 

1919. 
Childs, Clinton S. A year's experiment in social center organization. New 

York, New York Social Center Committee, 1913. . 
Curtis, Henry S. The play movement and its significance. New York, the 

Macmillan Company, 1917. 
*Edwards, G. H. Jr. The school as a social center. Columbia, S.C, the 

University Press, 1915. (Bibliography, pp. 57-S2.) 
*Levin, Nathan R., and Kammerling, Edith. Community centers. Select 

list of references in the Chicago public library. Chicago, 1917. 
Morgan, E. L. Mobilizing the rural comnnanity. Amherst, Mass. Ex- 
tension Service, Massachusetts Agricultural College, 1918. 
Nason, W. C, and Thompson, C. W. Rural community buildings in the 

United States. Bulletin of the United States Department of Agri- 
culture, No. 825, January 30, 1920. 
National Social Unit Organization. History of the unit plan. Cincinnati, 

1917-19. (Five pamphlets.) 
*Pen-y, C. A. Community center activities. New York, Department of 

Recreation, Russell Sage Foundation, 1916. 
Perry, C. A. Wider use of the school plant. New York, Survey Associates. 

(Russell Sage Foundation publication.) 
(25) 



26 BulleT:in op the Extension Division 

Russell Sage Foundation. First steps in community center development 

New York, Department of Recreation, Russell Sage Foundation, 

1917. (The department has published a number of bulletins and 

leaflets on community centers.) 
*Stoltzfus, i^men^a. Gronp-stucy program on the social welfare of the 

ccmmunity. (Bulletin of the University of Texas, 1918.) 
University of Texas. Schoolhouse meetings manual. Austin, Tex., 1916 

(outline plan for meetings tried out in over 200 rural schools); 

Patriotic programs for community meetings, 1917; Programs for 

schoolhouse meetings, 1918. 
*U.S. Library of Congress, Division of Bibliography. List of references on 

social centers. Washington, D.C., 1914. Supplementary list, 

1916. List of references on community centers, 1918. 

*Ward, Edward J. The social center. New York, D. Appleton and Com- 
pany, 1915. 

*War Camp Community Service. Community service in periodical hterature. 

New York, 1920. (Bulletin.) 
Wilson, Frank T. Community service. Bulletin of the Extension Division, 
University of Minnesota, 1919. 

*ZuebMn, Charles. American municipal progress. Revised edition. New 
York, the Macmillan Company, 1916. 

Proceedings and Reports 

Community center and the war; with discussion. Carol Aronovici. In 
Minnesota state conference of charities and correction. Proceedings, 

1917, pp. 112-25, August 5, 1918. 

Community center in social education. John Collier. In American soci- 
ological society. Papers and Proceedings, 1918, pp. 111-15, 1919. 

Community councils and community centers; with discussion. E. L. Bur- 
chard. In National conference of social work. Proceedings 1918, 
pp. 469-73, 1919. 

Cooperative movement and the community center; with discussion. In 
Cooperative league of America. Report of the proceedings 1918, 
pp. 213-21, 1919. 

Play, recreation, and social centers, with discussions. L. F. Hanmer and 
others. In Playground association of America. Proceedings and 
Year Book, 1909. 

Community centers. Annual report of community centers and elementary 
night schools. Cincinnati public schools, 1919. 

Periodicals 

For further reference to magazines consult the Readers' Guide in the 
pubUc library. Write to the Extension Division at Bloomington for a package 
library on community centers. Package libraries contain new articles clipped 
from standard magazines. 

Americanism in education. New Republic, 19:38-40, May 10, 1919. 
Building for community democracy after the war. Current Opinion, October, 
1918. 



The Community Center 27 

Can education and recreation be provided in self-governing and self-support- 
ing community houses? Professor James Ford. National Con- 
ference of Social Work, 315 Plymouth Court, Chicago, 111., Pamphlet 
216. F^ice 10 cents (also found in Proceedings, 1919). 

Civic centers as war memorials. American City (City edition) 21:330-4, 
October, 1919. 

Community building as a war memorial. Playground, 13 :394-5, November, 
1919. 

Community service through the schools; work at Chester, Pa. C. F. Weller. 
School and Society, 10:301-11, September 13, 1919. 

Completely socialized school. R. A. Cummins. School and Society, 10:685- 
92, December 13, 1919. 

Democratic education in Baltimore. Survey, 42:456, June 21, 1919; Same. 
School and Society, 9:781-2, June 28, 1919. 

Giving teachers a voice. Survey, 43:279-80, December 20, 1919. 

High schools and democracy. Literary Digest, 64:33, January 3, 1920. 

Opening school doors to popular discussion. Survey, April 8, 1916. 

Political aspects of the community center or the school building as a civic 
center. E. A. Fitspatrick. School and Society, 4:159, July 29, 1916. 

Portsmouth's community service. R. Steffan. Survey, 43:468-9. January 
24, 1920. 

Public community service. Community Center Magazine, January, 1920. 

Recreational value of reUgion. Frederic Siedenburg. American Journal of 
Sociology, 25:4, January ,1920. 

Rules adopted by the school board of North Adams, Mass., to govern the 
community use of school buildings. American School Board Jour- 
nal, 55, No. 5, 1918. 

Rural school as a social center. Mrs. T. W. Hayes, National Education As- 
sociation, 1918, 602-5. 

School buildings as coordinating places for the civil energies of the war. 
John Colheir, American City, June, 1917. 

Schoolhouse that isn't only for children. (Illustrated plans) Ladies' Home 
Journal, 36:137, November, 1919. 

School lunches in New York city. School and Society, 11 :20, January 3, 1920. 

Self-determination in commumty enterprise. John Collier. Survey, 42:870-2, 
September 20, 1919. 

Social unit in Cincinnati; an experiment in organization. E. T. Divine. 
Survey, 43:115-26, November 15, 1919. 

Social work by blocks. Literary Digest, 63 :34-5, December 6, 1919. 

Soldier meimorials in country towns. E. D. Brunner. American City (Town 
and country edition) 20:345-6, April, 1919. 

The community center as an Americanization center. Community Center 
Magazine, Mount Morris, 111., January, 1920. (One doUar a year.) 

The war and recreation. Abbie Condit. Social Service Review, October, 
1917. 

Village communities and the work they can do. Christopher Turner. Prog- 
ress, April, 1917. 

Village community school. W. S. Deffenbaugh.' American City (Town and 
country edition) , 20:337-9, April, 1919. 

Volunteer educators and schools. Survey, 42:120, April 19, 1919. 

Your home town first; what do we mean by community service? L. B. Harri- 
man. Delineator , 94:10, March, April, June, 1919. 



Extension Service 



To teacliers and others interested in community centers and particularly 
in play and recreation for school children and communities, the Extension 
Division offers: 

Advisory assistance in developing systems of play and physical training 
in the schools and community. 

Package hbraries on child welfare, play and recreation, community cen- 
ters and other subjects. 

The following publications : 

Play and Recreation (Vol. I, No. 11) 

Play and Recreation (Vol. II, No. 1) 

Play and Recreation (circular) 

Indiana State Bulletin on Physical Education and supplementary 

material. 
Short Studies on Child Welfare (circular) 
The following sets of lantern slides : 
Play and Recreation, Set No. 37 
Playgrounds, Set No. 38 ^ 

Schoolhouses for the Community, Set No. 39 
School Development, Set No. 40 
The New Era, Set No. 41 
The Social Center, Set No. 42 
Special lectures by university instructors. 

Address: Extension Division, 

Indiana University, 
Bloomington, Indiana. 



(28) 



Extension Division Publications 



Unless a prioe is stated publications are free. Where publications are 
marked with an asterisk (*) reduced rates are made for purchases in quantity 
A limited number of copies of publications marked with a dagger (f) are dis- 
tributed free of charge to citizens of Indiana. 
Circulars of Information — 

Community Institutes: Explanation and Suggested Programs 

Community Institutes: Methods of Organization. 

Pubhc Discussion: Package Libraries. 

Club-Study: Departments and Courses of Study. 

Extension Lectures: List of Speakers and Subjects. 

Play and Recreation. 

Japanese Prints. 

Children's Health Conference. 

Business Courses at Indianapohs. 

Commencement Lectures. 

The Fourteen-minute Speech. 

High School Discussion League. 

Home Economics Service. 

Short Studies: Child Welfare Series. 
Bulletins — 

Proceedings of a Conference (First) on Taxation in Indiana (1914). 50 
cents. 

Proceedings of a Conference (Second) on Taxation in Indiana (1915). 

25 cents. 
Pubhc Discussion Manual for Civic Discussion Clubs. 
*Proceedings of a Conference on the Question "Shall a Constitutional 

Convention be Called in Indiana?" 25 cents. 
Proceedings of a Conference (First) on Educational Measurements (1914) • ' 

(Out of print.) 
fProceedings of a Conference (Second) on Educational Measurements 

(1915). 50 cents. 
Pubhc Discussion: High School Discussion League— County Govern- 
ment (1914-15); Municipal Home Rule (1915-16); Compulsory 
Mihtary Service (1916-17); War Finance in the United States 
(1917-18) ; Universal Service for Citizenship (1918-19) ; The Rail- 
road Problem (1919-20). 
A Manual of Pageantry. 

Extension Division Announcements (1920-21). 
History Teaching in the Secondary Schools: A Conference held at Gary, 

Ind. (Out of print.) 
fProceedings of the Indiana Newspaper Conference (1915). 25 cents. 
Correspondence-Study. 

Lantern Shdes: Rules for Borrowing, Catalog, and Suggestions for Use. 
The Community Sehoolhouse: Bibhography, Notes, List of Lantern 

Shdes. (Out of print.) 
First Loan Exhibit of Pictures: A Catalog, with Notes. 

(29) 



30 Bulletin of the Extension Division 

Early Indiana History: Bibliography, Notes, and List of Lantern Slides. 
Indiana Local History: A Guide to its Study with some BibUographical 

Notes. 
Westminster Abbey : A Lecture to Accompany Lantern Slides. 
Reference Aids for Schools. 
Community Welfare Programs. 
Play and Recreation: Four JPapers read at the Indiana State Conference 

on Play and Recreation (1916). (Vol. I, No. 11.) 
Play and Recreation: Four Papers read at the Indiana State Conference 

on Play and Recreation (1916). (Vol. II, No. 1.) 
Community Institutes. 
fProeeedings of a Conference (Third) on Educational Measurements 

(1916). 50 cents. 
Package Libraries. (Out of print.) 
Class Instruction. 

How to Start and Operate a City Public Retail Market. (Out of print.) 
Cooperative Retail DeUvery. 
Financing the War. 

fVocational Recreation ip Indiana. $1.00. 
Club-Study Outhnes: America's War Problems and the Background of 

the Great War. 
Women in Industry. 
fProeeedings of a Conference (Fourth) on Educational Measurements. 

1917. 50 cents. 
Extension Courses of Instruction at Fort Wayne, 1920-21. 
Extension Courses of Instruction at Indianapohs, 1920-21. 
Public Markets. 
Town and City Beautifieaticn. 
School and Community Service. 
fProeeedings of a Conference (Fifth) on Educational Measurements 

(1918). 50 cents. 
Visual Instruction. 
Feeding Children at School. 
Americanization. 

The Indiana Child Welfare Association. 

The Speakers' Bureau of the State Council of Defense. (In press.) 
fProeeedings of a Conference (Sixth) on Educational Measurements 

(1919). 50 cents. 
Miscellaneous — 

An Outline for the Study of Current Pohtical, Economic, and Social 

Problems. 15 cents. 
♦Readings in Indiana History. Cloth. 70 cents. 



